marian catholic college griffith 2014 annual...

Principal: Mr Alan Le Brocque Address: 185 Wakaden St Griffith NSW 2680

Phone: (02) 6969 2400 Fax: (02) 6962 5597 Web: http://www.mccww.catholic.edu.au

Marian

Catholic College

Griffith

2014 Annual Report

http://www.mccww.catholic.edu.au/

Marian Catholic College Griffith – 2014 Annual Report

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1. Message from Key Groups in Our School Community

1.1 Message from the Principal

It is with pleasure that I present the 2014 Annual Report. This year has been a justifiably proud one

with many notable highlights.

Marian Catholic College is a living faith community and, as such, is a local expression of the universal

Catholic Church, sharing in its evangelising mission. Faith formation is an active element of College life

and has been given expression throughout the year in student leadership in Liturgy, Social Justice and

Community Service. The new undertaking in 2013, the establishment of a sister school relationship

with Paul VI College, Leulumoega, Samoa has continued to deepen in 2014 with ongoing support both

financially and in the form of computer equipment being donated. Marian Catholic College is also

reconnecting with Marist Schools Australia to seek new ways of providing spiritual formation and

growth for students and staff alike and staff have attended spiritual formation programs and have had

sessions on leadership led by members of the Marists.

Student enrolments continue to be strong with over 120 enrolling in Year 7. This base level of

enrolment has been a trend over many years and aligned with a stable staff who have had significant

professional development, the school can be confident that it is providing a contemporary, well

balanced and challenging curriculum within a Catholic environment that is creative and energetic and

bringing out the best in all.

The key priority of high academic achievement was reflected in the College’s ongoing efforts to engage

students in their learning and address their individual needs. Of particular significance were the

outstanding Higher School Certificate results of 2014. The College was above state average in 22 out of

24 subjects with 85% of all grades being from Bands 4-6 and 10% of students having all Band 5 and 6.

The College also had 13% of students score an individual ATAR above 90. This was the most successful

year in the history of the College.

Alan Le Brocque

Principal

1.2 Message from the Parent Body

The Marian Catholic College Parent Council comprises the Principal, Business Manager, Parish Priest,

Staff Representative and Parents Representatives. The School Council provides advice and support to

the Principal.

The Parent Council meets eight times per year. Reports are tabled at each meeting including Principal,

Finance, Maintenance, Parish and Staff. At each meeting the Council discusses the reports including

matters arising from:

Principal’s Report (staff, learning and community)

School finances including month and year to date revenue and expenses and outstanding fee

collections;

School maintenance;

Development works;

Compliance and auditing.


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In 2014 the Parents Council addressed a range of matters including:

Report from a representative of Project SAM to learn about the success of the trip to Samoa in

late 2013;

Ongoing discussion about successful School events such as the Show ’n’ Shine and the Wiz

Musical;

Parents Council representative participated in the Assistant Principal interview process;

The new car park planned for Macarthur Street and associated works, which has been

considered across many meetings. The design and approvals process is now complete.

Expressions of interest for construction are now being sought, and works are expected to

commence in early 2015.

The College said farewell to Fr Neru this year. On behalf of the Parent Council I would like to thank Fr

Neru for his spiritual guidance and support of our community since 2008 and wish him well in his new

appointment at Narrandera.

The development of a School Master Plan will be a key focus for the Parent Council in 2015 and we

look forward to working with the School community during this process.

I would like to take this opportunity to thank all members of the Parent Council, their willingness to

participate and contribute makes the experience rewarding for all.

Marian Catholic College Parent Council

1.3 Message from the Student Body

Our 6 years at Marian Catholic College have been significant stepping stones to our future

endeavours. For this reason we would like to thank everyone, individually.

To our parents, you have given us so much. Not only the opportunity to come to this school, and

receive something truly valuable, but to be with us every step of the way. Your support and

encouragement has meant the world to us. Thank you.

To our peers, thank you for sharing this journey with us. Together we have experienced the

importance of schooling; we have changed each other’s lives, and have supported one another through

thick and thin. We all wish each other the very best in the future, we’ve achieved so much together, lets

carry through to the end. Our solidarity has allowed and blessed us to give back to the community.

Our efforts towards the Show N Shine, Melbourne Cup Day, Harmony Day, Valentine’s Day, JCA, the

Wellbeing Committee and so much more have enabled us to raise significant donations to our chosen

charities.

To our teachers, thank you for guiding us, inspiring us, and making us who we are today. Without

your support throughout the years we would not have been able to shine as brightly as we do.

On behalf of year 12, we would like to thank a very special person, our Year 12 Coordinator: Mrs

Griffiths. We cannot thank you enough. You have been with us since the beginning; you are like our

second mother. Always there in the morning, checking on our uniform, making sure we are doing

ourselves proud and look our best. All your actions have been in our best interest and that has been

invaluable to us. Thank you for all your preparations and everything you have done throughout the

years leading up to this day. Always working behind the scenes, making sure our schooling life was


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perfect. And it was. We will never forget you and we will cherish everything you have done for us for

the rest of our lives. From the bottom of our hearts, we give you our love, like you have given us yours.

Thank you to Mr Le Brocque, you have given us the inspiration to achieve our goals and live our lives

to their fullest extent. You have taught us that everyone has the ability to reach their aspirations and

dreams. You have taught us the way, the truth and the life. Thank you ever so much for this

opportunity. You have also made a major contribution to who we are today, shaping us into the best

version of ourselves.

This school has given us so much, things that others are deprived of: - “Education is a powerful tool

which can be used to change the world.” So is compassion. Something that each of us is taught here. So

delight in the time you have here, as school will one day end, and you cannot go back. But when the

time has come for the next chapter in your lives to begin, it is the memories and friendships made here

at Marian that will always remain.

To the MCC community thank you for being there and watching us grow. So from us, the leaders of the

present, to the leaders of the future, we wish you all the best.

Emily Budd and Tristan Agostini 2014 School Captains


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2. School Profile

2.1 Introduction

Marian Catholic College is a coeducational systemic school which draws students from Griffith and the

surrounding villages, including Hanwood, Yoogali and Yenda. The College has a high number of

students with a Language Background other than English (LBOTE) enrolment and growth in numbers

for Year 7 is strong.

The College enjoys a close association with the Sacred Heart Parish, Griffith with the Marcellin Hall

being used each Sunday for Parish Mass.

More information about the College profile can be found at our website

http://www.mccww.catholic.edu.au.

2.2 Student Profile

Boys Girls Indigenous LOTE* TOTAL

313 333 4 101 646

2.3 Enrolment Policy

The Diocese of Wagga Wagga has established an Enrolment Policy† which is implemented by all

systemic schools in the Diocese.

The implementation of this policy is monitored by the Catholic Schools Office.

†Copies of this policy and other policies in this report may be obtained from the Catholic Schools

Office website or by contacting the Catholic Schools Office.

2.4 Staff Profile

The NSW government requires that this report details the number of teachers in each of the following

categories:

a) have teaching qualifications from a higher education institution within Australia or as

recognised within the National Office of Overseas Skills Recognition (AEI-NOOSR) guidelines

b) have qualifications as a graduate from a higher education institution within Australia or one

recognised within the AEI-NOOSR guidelines but lack formal teacher education qualifications

c) do not have qualifications as described in (a) or (b) but have relevant successful teaching

experience or appropriate knowledge relevant to the teaching context. Such teachers must

have been employed:

d) to ‘teach’ in NSW before 1 October 2004 (either on a permanent, casual or temporary basis),

and

e) as a ‘teacher’ during the last five (5) years in a permanent, casual or temporary capacity.

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f)

A B C Total

54 0 0 54

2.5 Teacher Satisfaction

The college has a strong sense of welcome for all staff and like previous years, 2014 began with a

welcome BBQ for staff and their families. Staff members regularly socialise out of hours, indicating that

there is a strong connection between all members of the team. There are often opportunities to be

together for fun, as well as work. The staff adopted the theme “The Power of One” which focused on

the power of one to make a difference to the whole.

The College has continued to have a focus around raising expectations academically with a specific

focus on improving targeted learning outcomes of students. Once again, this has been directly linked to

the professional learning of the staff.

Staff have continued the WOW program (Watching Others Work) to directly support improvement in

pedagogy. This is a voluntary program and indicates the willingness of teachers to work together to

improve their professional practice.

Staff are encouraged to work collaboratively with others using the inquiry cycle model to improve

student learning. The College recognises the value of onsite professional development with a

collaborative approach. The WAM 2.0 team (Writing at Marian) was formed as a cross KLA group,

whose primary focus is on improving students’ confidence and ability to write. The team was

supported by the expertise of one staff member who had previously been a literacy consultant. This

team continued to provide an opportunity for substantive professional dialogue about various aspects

of effective learning. The Committee is a vehicle for transferring contemporary pedagogical ideas back

to each of the KLAs. Building a strong community of learners at all levels and strengthening the

professional capital of staff is obviously a common thread for the decisions made at the College.

Each staff meeting has evolved to being solely for the purpose of professional learning and members

of the staff share with others a new or successful teaching strategy that can improve pedagogy.

There are opportunities for early career teachers to experience a range of extra-curricular and higher

duty responsibilities. All staff have the opportunity for development of their professional learning,

with the support of the Principal and Assistant Principal-Learning and Teaching.

2.6 Student Attendance and Retention Rates

YEAR Average student

attendance rate (%)

7 92.87%

8 90.45%


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9 84.14%

10 84.60%

11 89.32%

12 90.57%

The average student attendance rate for 2014 was 98.10%

Of the students who completed Year 10 in 2012, 73.58% completed Year 12 in 2014.

2.7 Management of non-attendance:

In order to manage school refusal or non-attendance, there is a process that flows from the

Homeroom teacher (who contacts home after three days absence) to the Pastoral Coordinator (who

makes follow-up phones calls or home visits) through to the Director of Pastoral Care, Assistant

Principal and the Principal (who provide written reminders of the obligation to attend school and the

consequences of not attending). Weekly attended data is also passed on to Pastoral Coordinators to

ensure that all attendance issues are addressed. This also has a pastoral element where the College’s

Pastoral Carer and/or College Counsellor who may support with home visits and counselling. The

culmination may be a meeting with the Principal and the parent/s. If the student is over 17 years of

age, the College’s Careers Advisor may support a transition to work program.

2.8 Student Satisfaction

Students have indicated that their level of satisfaction can be identified through a variety of indicators:

Willingness to be involved in school service and wider community service

Desire to be involved in spiritual leadership and social justice initiatives, such as Josephite

Community Aid refugee program and Diocesan Social Justice camp

Pairing with a sister school in Samoa – Project Sam inauguration and visit and fundraising

Continuation of the Well-Being Committee- a student driven project

Teachers want to support students and help them with their learning

Attendance of the senior students at tutorials, holiday workshops and Support Evenings

The positive response to the Year 12 student Mentor program

Desire of Year 10 to be part of the Peer Support program to welcome prospective Year 7

students

Year 11 actively facilitating the Peer Support program

Student leadership and active participation in group activities on Harmony Day

Active participation in various Liturgies and Spirituality Days

Involvement in, and personal growth during Community Days and Retreats

Involvement of students in community service, such as ‘Carevan’

Participation in the annual ANZAC march of the Griffith city during the holidays

Suggestions for fund-raising come from the students

Compliance and pride in wearing the uniform

Increased participation in sporting carnivals


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Increased participation in extra-curricular activities such as the College Musical ‘The Wiz’,

Chess and Games Club, public speaking, Mock Trial, Festival of the Word, Pi Day, performances

and catering for various charity events

A strong representation in a variety of sporting events, as individuals, teams or as whole school

The Student Leadership team acknowledges the consistently supportive approach of the teaching and

administration staff.

Student Leadership Team

2.9 Senior Secondary Outcomes

The percentage of students in Year 12 attaining a Year 12 Certificate or equivalent VET qualification in

2014 was 100%.

The percentage of students in Year 12 undertaking vocational or trade training was 47%.

2.10 Student Destinations

Marian Catholic College continues to have strong links with local employment and training agencies,

especially with the transition to work programs. Students exiting school beyond the compulsory years

of schooling regularly find local traineeships and apprenticeships. The College has been ably

supported by Youth Pathways agencies and regular visits by these groups throughout the school year

to assist students identified as “at risk” have enabled many to find suitable and lasting employment or

introduced them to further study options outside of the College. A traineeship and pre apprenticeship

work placement and work readiness program has continued in 2014 with some students already

benefitting from the opportunities.

A program of merit, ‘Make It Happen Project’, was continued for targeted Year 10 boys “at risk”.

Funding was received from the NSW Department of Education and Training to run a project which was

delivered in partnership with Western Riverina Community College and the Riverina Institute of TAFE,

Griffith Campus.

The statistics for the students who completed Year 12 in 2014 are as follows:-

University offered places – 50 students (this is consistent with 2013)

Apprentice/traineeships – 5 students

TAFE/similar courses – 9 students

Employed or seeking full time employment - 14


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3. Catholic Life and Mission

Marian Catholic College recognises its role in the call to ‘new evangelisation’ and the importance of

witnessing this faith to the community through their everyday actions. The Staff at Marian Catholic

College support the school ethos and the goals of the Catholic Church in education of beliefs and

practices for the Christian way of life.

Many of the teachers and support staff at Marian Catholic College are practising Catholics who actively

support the Catholic life and mission, showing students ways to live their lives in accordance with the

principles of the Catholic Church.

Teachers have been encouraged and supported in pursuit of further training in Religious Education at

recognised institutions and there has been significant and ongoing support from the Catholic Schools

Office towards a staff united in understanding, purpose and practices of the Catholic School.

Students throughout the year groups are taught about ways to live a religious life including the

practices within the Catholic Church. Sacraments are a focal point of these teachings. Some units

within Sharing Our Story explore aspects of Christian ministry such as monastic life, priesthood and

the lives and works of religious orders within a range of Christian spirituality groups. The College

Chaplain has, at times, spoken to students about the life and work of a contemporary priest and there

have been guest priests who have spoken to year groups about their missionary works. Fostering an

understanding in a religious vocation is provided by Vianney College Wagga Wagga. A team of

deacons visit Marian each year. In addition, Missionary priests associated with the parish of Sacred

Heart visited the College on a number of occasions and gave insightful talks to the students about

various aspects of Catholic life.

The Bishop’s Mandate provides a clear decree about the obligations for all staff in evangelising the

message of Christ and creating communities of faith, learning, care, service and stewardship. These

aspects are clearly reflected in the College’s Annual Improvement Plan as well as being integrated into

the new Vision and Mission statement for the College.

3.1 Catholic Heritage

As a mandatory component of the curriculum at the College, Religious Education aims to develop

students’ understanding and appreciation of the faith, tradition, history, life and mission of the Church

through informed teaching practices and exposure to positive experiences throughout their school life.

There is also a focus to increase students’ respectful understanding and appreciation of the religious

experiences and traditions of other Christians and people with a range of faith traditions. This is vital

in this multicultural school where there are a range of faith traditions within the student and parent

population. The Religious Education Program has been designed and tailored to the students’ place in

their journey of faith, addressing the core of our faith and inviting a response. For students who are

‘other than Catholic’ or ‘under catechised’, every effort is made to support them as they participate in

the Religious Education Program.

Catholic discipleship maintains a firm position in Marian Catholic College, not only as it is taught in the

classroom but throughout a range of events which are encouraged within and beyond the College. Peer


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support, fundraising, school prayer, support and awareness in times of global and local tragedy are

examples of this. Speakers at school assemblies, year assemblies (for example missionary priests) and

a range of social justice initiatives encourage students and staff to embrace a life of discipleship.

Two staff in leadership positions attended a spiritual retreat, ‘Following in the Footsteps of Jesus’. The

retreat is facilitated by the Marist Brothers and it is intended that all of our school leadership will

attend in the following years.

The official Marian Feast Day celebrations continued with a College mass and activities. The decision

was made to purchase a Mary statue for prominent placement in gardens entering the MacKillop

Language Centre.

3.2 Religious Life of the School

Marian Catholic College is, first and foremost, a Catholic school. All assemblies, Homeroom activities,

meetings and information nights commence with a prayer. This is augmented by individual class

prayer services and meditations in the chapel. Throughout the year the school community celebrates a

range of liturgies including those for Ash Wednesday, Holy Week, Easter, All Saint’s Day and Advent.

Accompanied by the school choir and band, these events were respectfully attended by most students.

School liturgies and reflection days for junior years are based around units that are covered in class

through the Sharing our Story course. Year 12 participate in liturgies as key experiences during their

retreat program in Warrumbui. Year 12 students also plan, prepare for, and participate in a

Graduation Mass.

Student led liturgy services continued this year. Year 10 students organised, led and reinacted the

Stations of the Cross at the Easter liturgy. The Year 11 House Leaders and Prefects have had the

opportunity to organise and lead liturgies in House groups. The student House Leaders took up a new

part of their role description and actively developed and led the liturgy in House groups for All Saint’s

Day in November.

Homeroom provides the opportunity for all students to participate in morning prayer, which was

common to the whole school, with a different prayer said each day. Each Religious Education class has

prayer as part of their standard practice, with different approaches being used by a range of RE

teachers.

In the classrooms, the presence of Catholic symbols and texts such as crucifixes and Bibles act as

reminders to students of the spirit of our school.

3.3 The School in the Life of the Parish and the Diocese

In 2014 the College embraced the opportunity to fully participate in Parish Masses on Sundays in the

Marcellin Hall. A full choir, band and student readers contributed to the liturgy each term. The Student

Leadership Team had an active part in this.

The Josephite Community Aid program was undertaken by a small but enthusiastic group of senior

students. They travelled to Sydney for a five day street retreat with refugees and their families. Their


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goal was to provide respite care for the families. The work of St Mary of the Cross MacKillop continues

through these students.

Students in Year 12 participated in a retreat at Warrambui, near Murrambateman. This enabled the

students to spend some quality time in small groups to explore their spiritual life in a supportive and

reflective environment. In addition, Year 12 students participated in a Spirituality Day, on the eve of

their graduation from the College. The day concluded with the sacrament of Reconciliation.

All students from Years 7 to 10 also participated in reflection and community days which took place

throughout the year. These days were facilitated by both Marian staff and outside presenters and each

day had a theme or focus suitable for the group. Year 7 to 11 students also participated in

Reconciliation in March and November.

Students in Year 10 participated in the Diocesan Social Justice Camp where they meet with students

from around the region and learn from experts about social justice issues affecting marginalised

groups in Australia and around the world.

There are a number of students from Marian Catholic College who are actively involved in parish

activities such as the local youth group, ActiV8. Our local priests, in particular Father Neru, are

actively involved in the life of the College community, guiding, teaching, and supporting students and

teachers, and making connections on both personal and spiritual levels. At the end of the school year

we farewelled Father Neru, our College Chaplain and welcomed Father Rafter as incoming Chaplain.

Our Year 8 students participated in the Year 8 Catholic Schools RE Test, which tests students’

knowledge and understanding of their Catholic Faith.

3.4 Catholic Worldview

Marian Catholic College is an inclusive school with a multicultural population. The College respects the

faith beliefs and practices of both Catholic and ‘other than Catholic’ students and as such, expects all

students to participate in liturgies, reflection days and retreats. Social justice initiatives, such as fund-

raising, are open to all students within the school community, regardless of their faith tradition.

The Religious Education Curriculum follows the Board of Studies endorsed course from Years 7 – 12 of

Sharing our Story, as well as the Board of Studies developed course of Studies of Religion for Years 11

and 12. The aim of this curriculum is to meet the needs of all students and develop the whole person,

inspiring a vision of peace, social justice and community spirit, as well as promoting solidarity and a

keen interest in learning.

3.5 Professional Learning in Catholic Life and Mission

The Diocese of Wagga Wagga Catholic Schools Office has established a policy on the Professional

Requirements for the Accreditation of Teachers of Religious Education which is implemented by all

systemic schools in the Diocese.

All teachers have been involved in professional development activities during the year. These activities

are designed to develop the skills and understandings of staff to improve student learning outcomes.

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Professional development can take many forms including whole College staff days, subject specific

inservices, meetings and conferences. All Coordinators were actively encouraged to attend CSO

network meetings. Currently at Marian Catholic College there are five participating teachers in the

scholarship program for the Graduate Certificate in Theology through the University of Newcastle.

Staff spirituality was enhanced through the on-going participation in the CSO’s FaithStory Witness. This

was undertaken by all staff after school for four sessions throughout the year. The material presented

by Laura Vardanega and Alan Le Brocque provoked lively discussion and allowed staff who were

previously students of the school to share their memories of the College during their school years. This

enabled all staff to be aware of the College’s historical journey. Part of this included a presentation by

the Marist Brother’s that provided an insight into their charism and it became evident to all that this is

still present within the College community. It was discussed that future presentations should involve

the Sisters of Mercy as the co-founding order of the College.


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4. Pastoral Care

4.1 Diocesan Policies

The Diocese of Wagga Wagga has established Pastoral Care and Safe Schools Policies which are

implemented by all schools in the Diocese. The implementation of these policies is monitored by the

Catholic Schools Office.

4.2 School Implementation of Diocesan Policy

Pastoral care is integral to every aspect of learning and is based on the belief that good relationships

are at the heart of good education. The value of the individual, irrespective of ability, status, position,

religious affiliation or cultural background is uppermost at all times. We believe that pastoral care is

ongoing and operates throughout the entire school day, made effective by each member of staff in

his/her responsibilities.

A key pastoral care structure is that of the Homeroom and the Homeroom Teacher whose role in the

student's life is integral. Each of the 36 Homerooms consists of around 20 students. The Homeroom

Teacher is responsible for and supportive of the well-being of his/her students, including their overall

academic progress, as was indicated through the pastoral comment on the student reports.

There are many structures and programs within the College that contribute to the pastoral care of

students. These include:

availability of a school counsellor

availability of a pastoral care worker

a series of workshops conducted by local police covering topics such as 'cyber-bullying', 'young

people and the law' and 'safe celebrating'

regular Support Evenings for senior students and their families.

There is a continuation of the development of strategies for Student Management. The Student

Management Policy was written in 2012, with a view to making expectations for appropriate,

responsible and respectful behaviour more explicit and to improve the consistency of sanctions for

inappropriate behaviour. The professional learning undertaken by staff on ‘Teach More , Manage Less’,

particularly on being explicit in expectations and balancing the acknowledgement and correction, has

been built into the practice of staff.

The collaborative development of mapping a whole school Well-Being and Pastoral Care program was

consolidated, so that there is cyclical and continuing development in the areas of spirituality,

reflection, leadership, understanding issues such as harassment and bullying, building esteem and

confidence. New opportunities for assisting in developing students’ resilience and well-being were

investigated.

In addition, a group of students attended a youth mental health forum. This resulted in a ‘well-being

day’ continuing to be presented by senior students. Resources were purchased and the promotion of

mental well-being became a strong presence at College events, such as the Show ‘n’ Shine and the

annual celebration of Harmony Day.

In addressing the issue of bullying and cyber-bullying, an overview for ‘Promoting Healthy

Relationships’ was inserted into the student diary and became the basis of discussion in Homerooms.

Motivational Media presented their dynamic ‘Making the right choices’ program and school

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performance tours presented ‘Escape from Worryville’ detailing issues related to adolescence and

bullying.

The new evacuation and lockdown procedures were practised to ensure a safer environment for

students and staff. Modifications continue to be made to refine the model.

Interactions with students continue to be based on the restorative model. The aim is to centre the

restorative justice program within the pastoral care and student management.

Transition between primary and high school was well supported with trained Peer Support Leaders in

Year 11 embracing the Year 7 students and regularly meeting with them formally and informally. All

prospective 2015 Year 7 students participated in a Transition program that helped them adjust to high

school. Year 6 classes were visited by the 2015 Year 7 Coordinator and the Director of Pastoral Care.

Upon enrolment, all students were interviewed and participated in an orientation day (Oh!Day) at the

College at the end of November. On this day students worked with senior students in familiarising

themselves with the College and participating in a variety of subject areas. Year 6 students with special

learning needs attended the College a number of times in Term 4 to ensure that their needs would be

adequately met.

The ‘Rock and Water’ program continued to support students to develop ways of being and decision-

making that is based on self-awareness and respect. Boys in Year 9 and 10 attended a seminar by Celia

Lashlie “Building Good Men” and were confronted with the consequences of making poor choices.

The Living and Learning Program for Year 10 students was again undertaken in Term 4. This was an

opportunity for the students to participate in a variety of vocational, academic, spiritual, recreational

and personal development activities. The students also had the option of participating in a day’s

community service.

A regular feature of the College Assemblies is the presentation of Merit Certificates and the ‘Marian All

Star Award’. This popular award is nominated by staff or students for those who have achieved a

personal best in some field either in school or beyond school.

A new level for the Merit Program was developed at the end of 2012 in recognition of the growing

number of students who are undertaking significant community and school service and extending

themselves in the form of academic achievement and representation across a variety of areas. The new

level is called a Marian Gold Star Honours. This acknowledges students who have undertaken

community service, school service, regional representation, participation in a cultural event and who

have academic awards. The first Honours Award was presented for Year 9 and Year 12 students.

Students received their recognition at the Annual Awards Ceremony.

Marian designed our inaugural orange sculpture. Students were given the opportunity to be part of the

700 community volunteers participating in the Griffith sculptures which lines the Griffith main street

for two weeks in October every year.


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4.3 Pastoral Care of Families

A positive rapport with new parents was established at a welcoming social function early in the year.

This was hosted especially for the new parents and their families and was catered for by the senior

Hospitality students.

There were three opportunities for Parent/Teacher/Student Conferences in 2014 to enable open

discussion of student progress, both academic and pastoral. The SOBS on-line booking system made it

easier for parents to make the appointments and ensured better contact with teachers. The focus of

the conferences was achievements and goals.

In addition to these meetings, Marian helped to keep parents informed by holding information

evenings at transition points and Preliminary and HSC Support Evenings. Typically, the attendance by

parents was more than eighty percent.

The College Pastoral Care Worker maintained positive relationships with parents of students who

required additional support or who were in a crisis. There was also a liaison with other schools where

students came to Griffith and were gainfully engaged in community service. The Pastoral Care Worker

acted as an advocate for students who were experiencing difficulty.

4.4 Resolving Issues

The Diocese of Wagga Wagga has established a Complaints and Suggestions Policy which is

implemented by all schools in the Diocese.

The implementation of this policy is monitored by the Catholic Schools Office.

4.5 Work Health and Safety

Each school is required to implement and comply with the Diocesan School System Work, Health and

Safety Management System (WHSMS). This system reflects the current statutory requirements for

WHS and complies with the Australian Standard for WHS Management Systems. The WHSMS adopted

by the CSO for Wagga Wagga Systemic Schools has been designed to address general health, safety and

welfare matters and also to take account of specific issues that apply to school communities. The

management system supports the provision of a ‘safe and supportive’ environment for all students as

well as taking into account the health, safety and welfare of staff, visitors and contractors to the school

site.

The Principal, in consultation with the relevant CSO personnel, is responsible for monitoring the

school’s compliance with WHS legislation and to implement the management system in keeping with

the Catholic Schools Office’s Annual WHS Plan. External WHS system audits are conducted across a

sample of schools each year to validate the implementation of the management system. Marian was

audited in 2014. A staff member has been fully trained in the requirements of the new WHS legislation

requirements.

http://web.csoww.catholic.edu.au/LinkClick.aspx?fileticket=qVg8QHtuJbw%3d&tabid=67


16 | P a g e

5. Excellence in Teaching and Learning

5.1 Quality Teaching and Learning

Current Curriculum Initiatives

The College follows the Board of Studies syllabus for each course offered (as required for Registration

and Accreditation under the Education Act 1990) and implements the curriculum requirements of the

Catholic Schools Office. The curriculum, teaching and learning are informed by the priorities, goals and

indicators outlined in the Diocese of Wagga Wagga’s strategic plan and policy statements.

The principles for learning and teaching at Marian Catholic College follow those of the Diocese of

Wagga Wagga. These are articulated in The Learning Framework (2011). The learning and teaching at

Marian Catholic College aims to be student centred and outcome driven. As indicated in The Learning

Framework, teachers need to promote meaningful learning through collaboration, making connections,

operating in a learner-centred and inclusive community, delivering an engaging curriculum and

building capacity for sustainable learning habits. Staff members at the school are committed to

continuous improvement of teaching and learning in all facets of the school curriculum.

Stage 5 electives include Commerce, Italian, Food Technology, Information and Software Technology,

Technology Timber, Technology Metal, Drama, Music, Physical Activities and Sport Studies and Visual

Arts. The number of students in each of these electives varies according to resources and interest. In

2014, the College offered a new elective in Stage Five: Child Studies.

The College also facilitated a number of students to study subjects through Open High School or via the

TAFE. These included Software Design and Development, Geography, Ancient History, PDHPE,

Information Technology, Financial Services, Construction, Automotive, Agricultural Machinery, Retail,

Early Childhood, Italian, Visual Arts, Accountancy, Construction and Beauty and Makeup. The school

offers HSC extension courses in English and Mathematics.

Particular features of the College’s curriculum include:

Support for students with special learning needs occurs through the Learning Support Staff

assisting with in-class support, monitoring students on Life Skills programs and providing

remediation programs in reading.

A substantial Vocational Education and Training (VET) program is available to students with

Hospitality, Information Technology and Business Services offered on-site.

A Mathematics Homework Club is run by Mathematics staff two lunch times each week.

Targeted literacy and numeracy intervention programs are provided for individual students.

These programs are called QuickSmart Literacy and QuickSmart Numeracy.

The College also addresses the range of learning needs and interests of our students by offering a

wider choice of subjects than is usual in a school of its size. The curriculum structure allows for a

broad subject choice. In Stage 6 (Years 11 and 12), the College has utilised its strong link with local

high schools and the Griffith TAFE campus to provide an extensive course selection in Board

Developed Courses and VET courses.

Extensive professional learning and preparation has been undertaken for the implementation of the

new Australian Curriculum in English, Maths, Science and History for Year 8 and Year 10 in 2015.


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5.2 Student Achievement

National and State-wide Tests and Examinations

Students in Year 7 and Year 9 across Australia participated in the National Assessment Program –

Literacy and Numeracy (NAPLAN) in May 2014. The purpose of this test is to provide diagnostic

information to parents and teachers about the achievements of students in aspects of literacy and

numeracy. The test provides a measure of the students’ performance against established standards

and against other students in Australia. Each year the results are analysed by the College to inform

teaching with a view to improving student performance.

The Commonwealth Government sets minimum acceptable standards for literacy, numeracy, reading,

writing, grammar, punctuation and spelling at particular ages. These are referred to as ‘national

minimum standards’. Student performance in NAPLAN in our school is compared to these standards.

For 2014, there were direct whole school interventions to support literacy and numeracy. Funds were

allocated to the continuation of the Quicksmart Numeracy (10 hours support per week) and the

implementation of the Quicksmart Literacy (10 hours support per week). All students in Year 7

undertook the Accelerated Reading Program in the Library, using a variety of timetabled classes. The

improvement for Quicksmart Numeracy students was supported by NAPLAN evidence as seen below.

The impact of Quicksmart Literacy will be able to be assessed in 2015.

Year 7

In Year 7, there were several areas identified as needing additional support as these were more than

10% below the State (Literacy and Numeracy):

Interpreting meaning from imagery

Interpreting the purpose and main idea in online comment

Identifying the turning point in a narrative

Spelling and vocabulary

Identification of adjectives and verbs

Identifying the correct use of a hyphen

Ability to compare column and pie graphs

Reading scale of given depths

Solving equations with two quantities

Converting fractions to decimals

The percentage of Year 7 students below minimum standards is 5% in Reading, 9% in Writing, 6% in

Spelling, 7% in Grammar and Punctuation and 5% in Numeracy.

The percentage of Year 7 students at or below minimum standards is 19% in Reading, 28% in

Writing, 14% in Spelling, 20% in Grammar and Punctuation and 13% in Numeracy.

The percentage of Year 7 students at proficiency is 24% in Reading, 9% in Writing, 31% in Spelling,

29% in Grammar and Punctuation and 26% in Numeracy.

The following graphs indicate the trend data for students entering Year 7 in each of the core areas.


18 | P a g e

Year 7 Reading

These results are indicative of our Year 7 cohort. NEALE testing of reading ability indicated that 42

students of 127 have identified areas of concern in relation to accuracy, comprehension and/or rate.

This feature makes this particular cohort unique. In 2014, the College implemented various strategies

to provide additional support to these students including time taken from KLA teaching time for

targeted literacy interventions.

Year 7 Writing

Year 7 Spelling


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Year 7 Grammar & Punctuation

The positive results in grammar and punctuation may indicate the success of the targeted literacy

intervention for this cohort, led by Rose Turunen, our Learning Support Coordinator.

Year 7 Numeracy

Considering the reading ability of the cohort and the literacy demands inherent in the numeracy paper,

these results are quite pleasing.


20 | P a g e

Year 9

In Year 9, the identified areas needing additional support were (Literacy and Numeracy)

Making an inference about methodology

Interpreting information across a paragraph

Spelling and vocabulary

Identifying conjunctions and direct and indirect speech

Identifying triangles with the same area

Recognises an algebraic equation

Calculates a temperature

The percentage of students below minimum standards is 9% in Reading, 18% in Writing, 3% in

Spelling, 9% in Grammar and Punctuation and 2% in Numeracy.

The percentage of students at or below minimum standards is 26% in Reading, 45% in Writing, 14%

in Spelling, 25% in Grammar and Punctuation and 16% in Numeracy.

The percentage of students at proficiency is 19% in Reading, 6% in Writing, 23% in Spelling, 16% in

Grammar and Punctuation and 26% in Numeracy.

The learning growth for numeracy was above State and NSW CEC average scaled score growth for the

entire cohort with an average of 52.9. There were extremely positive results for the students who

undertook Quicksmart in Year 8 with an average growth well beyond State, NSW CEC and school

average at 76.2.


21 | P a g e

Year 9 Reading


22 | P a g e

Year 9 Writing


23 | P a g e

Year 9 Spelling

The greater than or equal to expected growth may indicate the success of the SCALD project, particularly the teaching of vocabulary using the Marzano method, or the immersion of students in vocabulary with key words on the wall.


24 | P a g e

Year 9 Punctuation and Grammar


25 | P a g e

Year 9 Numeracy


26 | P a g e

Strategies for 2015

Using the results from NAPLAN, the meta-analysis done by Graham and Perin 2007 and the recommendations from the Institute of Educational Sciences, the following strategies are goals across all KLAs in 2015.

Recommendation 1: Using SmartData to establish individualised class lists to adjust teaching

strategies at the classroom level;

Recommendation 2: Provide direct and explicit comprehension strategy and instruction

using the resources from Tactical Teaching;

Recommendation 3: Provide opportunities for extended discussion of text meaning,

interpretation and application, using the resources from Tactical Teaching;

Recommendation 4: Writing needs to be placed “squarely in the centre of the school agenda”

through the continuation of WAM 2.0 (Writing at Marian) team;

Recommendation 5: Provide explicit vocabulary instruction that is KLA specific, embedding

the Marzano vocabulary instruction strategies as a whole school approach;

Recommendation 6: Explicit instruction and application of Numeracy skills needs to be

incorporated into classroom teaching and assessment across all relevant KLAs.

Other actions will include: Disseminate the information about trend data at a staff professional learning meeting in Term

4, 2014 and identify general consistencies, inconsistencies and patterns with other

information;

With KLA Coordinators and Year 7 and 9 Pastoral Coordinators, undertake structured analysis

for each aspect (reading, writing, language, numeracy) in Term 4, 2014;

Make plans for interventions for students below the minimum standards through

differentiation of curriculum within KLAs and the provision of additional tutorials through

learning support or Quicksmart in Year 8 in 2015;

Undertake additional testing (using NEAL) if there are inconsistencies or further diagnosis

required;

Itemise the criteria that indicates either the cohort is below 50% success or well below the

State average;

At staff professional learning meeting on the first two days in 2015, KLA groups, led by KLA

Coordinators, identify possible interventions to address problem areas to be built into

programs;

Provide a variety of instructional websites and textual resources, including SmartData to assist

with classroom instruction and allocation for each KLA;

Each KLA to identify an additional specific literacy focus for Year 8 and Year 10 (for 2015), to

be mapped across the College

Using some clerical support, set up individualised class lists for the teachers of Year 8 and Year

10 2015, so that teachers analyse their own class, plan and implement interventions for

individual class members;

Demonstrate the SmartData website at staff professional learning session – Term 1 2015;

Identify high performing students who are not indicating growth from Year 5 to 7 or Year 7 to

9 and link to a G & T plan for College;

Provide and revise the structure, features and requirements for a narrative or persuasive

writing task in a variety of KLAs for Year 7 and 9 in Term 1 2015.

Implementation of specific spelling strategies, including immersion through visible vocabulary

lists and the Marzano strategies, in each KLA;


27 | P a g e

Display of charts supporting literacy, especially the understanding of narratives and

persuasive texts and punctuation requirements;

Whole staff professional learning on grammar and punctuation and the integration of it in the

programs across all KLAs and raising the expectations for grammar and punctuation in class

work.


28 | P a g e

Students coming into Year 7 – Band Distributions

Overview of Year 7 NAPLAN results

2014

Band

4

Band

5

Band

6

Band

7

Band

8

Band

9 +

Reading School 2.47 16.9 29.0 27.4 16.9 7.3

State 3.5 12.8 25.1 27.2 5.6 3.2

Writing School 6.5 21.8 46.8 16.1 13.9 4.9

State 8.6 23.0 28.6 21.1 14.8 6.0

Spelling School 3.2 10.5 22.6 33.1 17.7 12.9

State 5.4 11.2 18.9 26.3 23.4 14.7

Grammar &

Punctuation

School 4.0 16.1 23.4 27.4 16.1 12.9

State 6.2 15.4 17.5 27.3 18.7 14.9

Numeracy

School 1.6 11.3 29.0 32.3 17.7 8.1

State 2.8 15.0 26.2 24.5 16.6 14.8


29 | P a g e

Year 7 NAPLAN: Mean and standard deviation comparison

State All Region

(All Students) NSW CEC

(All Students) School

(All Students)

Mean SD Mean SD Mean SD Mean SD Students

Reading 549.4 75.0 554.2 65.8 549.4 75.0 536.7 67.4 124

Writing 512.7 79.9 512.8 62.1 512.7 79.9 505.0 56.6 124

Spelling 552.8 77.0 550.4 68.0 552.8 77.0 547.1 64.2 124

Grammar & Punctuation 549.8 85.1 554.1 71.9 549.8 85.1 544.6 75.7 124

Numeracy 552.3 81.2 553.7 63.3 552.3 81.2 546.1 60.8 124

Data,Measurement,Space 552.2 78.0 556.1 62.2 552.2 78.0 546.8 59.6 124

&Geometry 551.9 89.8 551.0 70.6 551.9 89.8 545.2 66.7 124


30 | P a g e

Year 9 Students – Band Distributions

Overview of Year 9 NAPLAN results for

2013 Band

5

Band

6

Band

7

Band

8

Band

9

Band

10

Combined

Bands 8-10

Reading School 4.5 12.5 37.5 26.8 12.5 6.3 46.6

State 4.8 16.9 26.9 26.6 18.9 5.9 51.4

Writing School 19.8 15.3 29.7 20.7 8.1 6.3 35.1

State 18.3 19.1 21.3 22.8 10.7 7.9 41.4

Spelling School 5.4 11.7 25.2 39.6 7.2 10.8 57.6

State 6.1 11.0 26.8 31.5 14.8 9.8 56.1

Grammar &

Punctuation

School 9.0 17.1 37.8 19.8 9.0 7.2 36

State 11.4 14.5 28.8 22.7 12.3 10.3 45.3

Numeracy School 5.5 16.4 34.5 21.8 8.2 13.6 43.6

State 7.9 17.4 24.5 20.4 13.6 16.3 50.3


31 | P a g e

Year 9 NAPLAN: Mean and standard deviation comparison

State All

Region (All Students)

NSW CEC (All Students)

School (All Students)

Mean SD Mean SD Mean SD Mean SD Students

Reading 586.3 73.4 579.5 64.9 586.3 73.4 573.3 69.1 112

Writing 548.8 98.2 542.2 83.3 548.8 98.2 534.2 100.2 110

Spelling 590.5 80.2 581.0 69.2 590.5 80.2 596.5 59.3 110

Grammar & Punctuation 578.6 81.1 570.4 64.9 578.6 81.1 573.4 62.4 110

Numeracy 597.7 80.4 589.7 62.5 597.7 80.4 590.4 62.9 108

Data, Measurement, Space &Geometry 595.0 75.8 587.3 58.8 595.0 75.8 585.2 58.2 108

Number, Patterns& Algebra 599.4 87.7 591.4 69.6 599.4 87.7 594.6 74.0 108


32 | P a g e

Higher School Certificate Analysis

The Marian Catholic College results are outstanding for a great number of students, with considerably

more students with a Band 5 or Band 6 than previously achieved, and considerably less students in the

lower bands.

Overall, from seventy HSC students, there are 28 Band 6s shared across 16 students. Our school also received 129 Band 5s, which is an increase from the previous years. This was across the range of subjects and a range of students.

Students performed above state average in 22 out of 24 of subjects. 85% of students’ subject results

were between a Band 4 and Band 6 and 50% of students achieved between a Band 4 and Band 6 in all

of their subjects. 47% of students’ subject results were a Band 5 or Band 6 and about 10% of students

achieved a Band 5 or Band 6 in all of their subjects.

Trend Analysis for Overall School

Results

According to the John DeCourcy anlaysis

of all HSC results in Catholic schools in

NSW, Marian Catholic College is on an

upward trend for a comparison of

“Overall School to State” and

“Comparison of School with State”.

On other scales, which measured what

the students achieved in comparison to

their NAPLAN data in Year 9, the College

also rated above the average.

Some of this success can be attributed

to:

The Year 12 mentor program,

where every Year 12 student nominates

and invites a staff member to be their

mentor;

The HSC Support Evenings for

parents and students covering topics

relating to management of learning,

understanding the tertiary options, goal setting, managing stress, striking a balance,

understanding examination requirements;

Tutorials run in mornings, after school and workshops delivered during holidays breaks;

Encouragement to submit drafts of assessment tasks to obtain detailed feedback;

Whole school focus on assessment for learning and feedback;

Sharing of effective teacher practice amongst staff;

Additional teachers who have experience as HSC markers.


33 | P a g e

Additional information:

Number of subjects that have more students in Bands 4-6 above State average:

2010 8 out of 24 subjects



2013 18 out of 25 subjects and

7 subjects had 100% of students in Bands 4-6

2014 22 out of 24 subjects and

11 subjects had 100% of students in Band 4 – 6

Number of subjects that have less students in Bands 1-3 than the State average:



2012 14 out 22 subjects


and 7 subjects had no students in Bands 1-3


and 11 subjects had no students in Band 1 - 3

Number of

Bands

Band 1 Band 2 Band 3 Band 4 Band 5 Band6

2012 1 24 63 132 90 20

2013 1 14 86 142 124 19

2014 1 7 46 123 129 28

Number of students with a Band 5 and/or Band 6

2010 19 out of 63 students






34 | P a g e

Variation

in Exam

Mean

between

2012,

2013 and

2014

Bands

1-3

2014

Bands

1-3

2013

*less than

State

average

Band

1-3

2012

Band 1 Band 2 Band

3

Band

4

Band

5

Band 6 Bands

4-6

2011

Bands

4-6

2012

Bands

4-6

2013

Bands

4-6

2014

Design&

Technology % -0.72

-1.83

7.54

0* 26.66 21.05* 30

(3)

50

(5)

20

(2)

50 78.94⇪ 73.3 100⇪

State % 24.78 21.4 21.92 .54 4.21 19.78 37.96 26.36 10.86 60 77.52 78.2 75.18

English Standard

% 5.02

7.68

5.15

28* 34.69* 25.57* 27.5

(11)

65

(26)

5

(2)

58 ⇪ 72.08⇪ 65.29⇪ 70⇪

State % 56.79 65.4 48.02 2.78 11.38 41.99 35.02 7.88 .28 39 51.39 34.24 43.18

English Adv % -1.86

-4.45

5.52

0* 27.77* 16.66 85.71

(18)

14.28

(3)

79 83.33 72.2 100⇪

State % 8.43 13.86 11.13 .15 .68 7.52 32.24 44.63 14.67 88 86.53 85.8 91.58

E1 E2 E3 E4

English

Extension 1 % -5.86

5.51

0* 0* 100

(3)

100⇪ 100⇪

State % 0.52 .75 .32 6.46 62.47 30.52 99.25 99.45

E1 E2 E3 E4

English

Extension 2 % -2.97

2.71

0* 0* 100

(1)

100⇪ 100⇪

State % 1.85 2.4 1.74 20.69 54.27 23.17 97.41 98.13


35 | P a g e

Variation

in Exam

Mean

between

2012,

2013 and

2014

Bands

1-3

2014

Bands

1-3

2013

*less than

State

average

Band

1-3

2012

Band 1 Band 2 Band

3

Band

4

Band

5

Band 6 Bands

4-6

2011

Bands

4-6

2012

Bands

4-6

2013

Bands

4-6

2014

Italian

Continuers %

-2.23

-5.72

0.58

0* 33.33 57.13 50

(2)

50

(2)

57 42.85 66.6 100⇪

State % 18.44 18.45 45.79 2.68 3.35 12.41 23.82 35.23 22.48 57 54.18 81.6 80.53

Information

Processes and

Technology 4.32

14.28* 14.28

(1)

28.57

(2)

57.14

(4)

85.71⇪

State % 32.01 3.01 8.22 20.78 38.49 21.22 7.21 66.92

Mathematics

General 0.60

42* 60.77 30.4* 2

(1)

10

(5)

30

(15)

40

(20)

16

(8)

67 ⇪ 69.56⇪ 39.26 56⇪

State % 48.01 56.48 48.16 6.36 17.36 24.29 25.66 19.53 5.47 59 50.92 41.9 50.66

Mathematics % 1.49

1.41

8.49

0* 14.28* 16.66* 10

(1)

50

(5)

40

(4)

20 83.32⇪ 85.74⇪ 100⇪

State % 18.29 23.0 20.67 3.49 4.94 9.86 27.7 32.03 21.71 78 79.07 76.3 81.44

E1 E2 E3 E4

Maths Ext 1 % -9.42

7.86

-3.04

0* 0* 100

(7)

100 ⇪ 100⇪ 100⇪ 100⇪

State % 15.36 16.25 1.91 13.43 54.05 30.35 97 84.98 83.45 84.4


36 | P a g e

Variation

in Exam

Mean

between

2012,

2013 and

2014

Bands

1-3

2014

Bands

1-3

2013

* less

than

State

average

Band

1-3

2012

Band

1

Band 2 Band

3

Band

4

Band

5

Band 6 Bands

4-6

2011

Bands

4-6

2012

Bands

4-6

2013

Bands

4-6

2014

Music% -3.20

6.34

1.04

0* 0* 0* 33.33

(3)

55.55

(5)

11.11

(1)

50 99.99⇪ 100⇪ 100⇪

State % 10.77 10.57 9.41 .85 1.52 8.4 28.97 41.35 18.23 74 90.05 88.86 88.55

PDHPE % 7.46

6.24

7.78

0* 16.66* 21.42* 50

(5)

50

(5)

85 ⇪ 78.55⇪ 83.32⇪ 100⇪

State % 40.3 36.03 2.27 8.77 25.28 32.5 22.07 8.42 68 63.33 59.09 62.99

Physics % -3.36

-6.45

1.31

33.33 16.66* 28.57* 33.33

(2)

33.33

(2)

16.66

(1)

16.66

(1)

100 ⇪ 71.42⇪ 66.6⇪ 66.6⇪

State % 33.07 33.94 32.46 2.19 6.58 24.3 35.21 22.55 8.54 70 67.07 65.74 66.3

Society &

Culture %

1.29

8.57

0* 7.69* 11.11

(1)

44.44

(4)

44.44

(4)

92.3⇪ 100⇪

State % 21.98 20.81 1.74 4.58 15.66 32.72 32.49 12.51 78.84 77.72

Studies of

Religion 2 Unit

%

2.55

1.83

3.06

11.36* 25* 14.62* 11.36

(5)

50

(22)

29.54

(13)

6.81

(3)

80 ⇪ 82.91⇪ 75⇪ 86.35⇪

State % 25.57 26.73 28.04 2.67 6.44 16.46 29.72 35.94 8.24 76 71.5 74.8 73.9


37 | P a g e

Variation

in Exam

Mean

between

2012,

2013 and

2014

Bands

1-3

2014

Bands

1-3

2013

* less

than

State

average

Band

1-3

2012

Band

1

Band 2 Band

3

Band

4

Band

5

Band 6 Bands

4-6

2011

Bands

4-6

2012

Bands

4-6

2013

Bands

4-6

2014

Studies of

Religion 1 Unit

2.44

-1.37

2.73

12.5* 20* 25* 12.5

(1)

12.5

(1)

50

(4)

25

(2)

78 ⇪ 75⇪ 79.96 87.5⇪

State % 23.79 22.4 27.56 1.13 4.77 17.89 27.21 36.67 12.05 77 72.2 82.1 75.93

Visual Arts % -4.04

2.79

0.58

11.11* 0* 15.38 11.11

(1)

22.22

(2)

55.55

(5)

60 76.91 100⇪ 77.77

State % 14.45 11.02 10.62 .24 2.29 11.92 36.55 37.97 10.63 86 88.95 88.3 85.15

Business

Services exam % 8.74

-2.10

2.86

11.11* 46.14 12.5* 11.11

(1)

44.44

(4)

22.22

(2)

70 ⇪ 62.5⇪ 15.38 66.66⇪

State % 31.6 36.22 33.96 2.78 7.79 21.03 28.48 17.54 1.81 51 47.18 43.62 47.83

Hospitality

exam % 4.02

7.10

6.11

3.84* 3.03* 15* 3.84

(1)

26.92

(7)

50

(13)

3.84

(1)

73⇪ 60 86.84⇪ 80.76⇪

State % 23.35 20.18 22.2 .6 3.03 19.72 32.12 26.95 4.15 66 65.57 65.5 63.22


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5.3 Extracurricular Activities

In 2014, many students had the opportunity of being involved in the biennial College Musical. The

production, ‘The Wiz’, involved a collaborative effort of dedicated staff and talented students and was

a great success, with five performances held at the Griffith Regional Theatre. Members of the wider

community commented on the professional quality of the production. Several staff and students were

nominated for CAT awards and one student, Janae Rosa in Year 11, received an award for her role as

Eveline.

A significant cultural highlight included Harmony Day. Once again the diversity of the nationalities

which make up our school was celebrated. The day was celebrated with a flag ceremony, followed by a

lunchtime festival of traditional foods, live music and traditional dance.

The College staff continue to provide opportunities for students to show their gifts and talents in many

other areas. Students have participated in eisteddfods, performed at various local events (including La

Festa), represented at numerous sporting and public speaking competitions, participated in countless

academic subject competitions and in many more diverse areas, such as photography competitions.

Leadership programs such as the Rotary Youth Program of Enrichment had good support from the

Marian students. Students also competed in the Lions Youth Leadership Quest and the Lions Youth of

the Year.

Wide-ranging community service options were encouraged and included regular visits to the Pioneer

Lodge to spend time with elderly residents, building gardens for people in crisis and participating in

the Street Retreat through the Josephite Community Aid program for refugees. Red Shield Appeal, Red

Cross blood donation, Riding for the Disabled and Relay for Life also were well supported.

Students took up the challenge of the Mock Trials. The Sydney Morning Herald Plain Speaking

competition was a platform for some successful public speaking. A chess club was active in local and

regional competitions. A Warhammer Club and non-electronic games group also met regularly.

A trip to the snow at Thredbo allowed students to explore a completely different sport. On the other

end of the spectrum, other students participated in surfing lessons.

Students participated in two Duke of Edinburgh expeditions where they had to navigate rough terrain

in Biloela and Bungonia. Students were required to carry their gear, including cooking equipment, food

and tents. As part of this program, students must also complete community service hours, participate

in physical activity and learn a new skill of their choice.

Three students in Year 11 successfully nominated for the National Youth Science Forum. There is a

connection with the Australian Wine Research Institute which ran the annual promotion of ‘Life in a

Wine Laboratory’. Students were also short-listed for the PICSE-Dow AgroSciences ‘Science for Growth

Awards’, with one students taking out third prize in NSW. Students undertake the Maths Challenge and

participate in Pi Day and World Maths Day activities and World Education Games.


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The Marian Choir has grown in strength in 2014, and has been invited to perform at public events, as

well as College functions. Music generally continues to go from strength to strength in the College,

under the instruction of the Creative Arts Coordinator, Matthew Segrave.

Late in the year, parent and families were invited to attend the Creative Arts Showcase, demonstrating

the many artistic talents of our students.

There is a strong connection to the Rotary Aventi Club and this continued with the annual breakfast at

the College, hosted by the Student Leadership Team and the Hospitality students. Our Hospitality

students continued to engage in various authentic learning activities, strengthening their skills

through real world work opportunities for various local charity events.

5.4 Professional Learning

Besides Compliance Training in Child Protection and Workplace Relations, whole staff professional

learning has taken place in the following areas:

Understanding assessment in all forms: Assessment for, as and of Learning

Writing at Marian (WAM 2.0): Inquiry cycle to improve writing

Inquiry learning in Mathematics

Google Apps for Education: Effective Use of Technology

Critical and Creative Thinking

Unpacking the General Capabilities in the National Curriculum

Exploring opportunities for authentic learning

SCALD Project: Understanding communication in the Secondary classroom

NAPLAN results interpretation in Literacy and Numeracy

Development of professional learning plans (PLPs)

Understanding the Board of Studies grading requirements

Using the Results Analysis Package (RAP) for HSC analysis

Spirituality sessions: connecting with our Founders

Collaborative Development of a new College Vision and Mission

The Board of Studies Liaison Officer visited the College to work with staff, students and parents in

deepening the understanding of the Board’s requirements, particularly in Stage 6. The online release

of the National Curriculum for English, Mathematics, History and Science faculties for implementation

in Year 7 and Year 9 in 2014 meant intense research and program writing. Planning for the

implementation of Year 8 and Year 10 in 2015 was also undertaking. Further documents relating to

Geography, Languages and the Arts are due to be released later.

All new staff have been involved in an Induction Program and, in 2014, two teachers completed their

NSW Institute New Scheme Teachers’ accreditation at Professional Competence. All KLA and Pastoral

Coordinators attended various workshops with colleagues from other Wagga Wagga Diocesan schools

to support their leadership and knowledge, whilst teachers were supported by attending professional

learning with professional associations and the Board of Studies.

Five teachers have continued their study for Religious Education qualifications at University of

Newcastle through the Broken Bay Institute. A number of teachers were involved in HSC marking,

both in Sydney and regional centres.


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In 2014, the emphasis continued for improving the diversity of vocabulary and the overall standard of

writing for our students. A cross KLA team was established with a focus on improving student writing

(Writing at Marian, Wam 2.0 team). The work of the WAM 2.0 Team frames their professional learning

around the inquiry cycle model, using data to inform teacher practice. The SCALD team, another cross

KLA team, continued their focus on vocabulary with the assistance of a local speech pathologist. The

Marzano method of vocabulary instruction, trialled by the SCALD team in 2014, is intended to be

shared with all staff through professional learning and will become a whole school approach to

vocabulary instruction in 2015.

There has been an increased focus on the effective use of technology in the classroom in 2014. Whole

staff professional learning sessions were held on the benefits of the Google suite, including the use of

Teacher Dashboard and Google Drive. Technology sessions are held each week on a Thursday and staff

are invited to attend in order to build their IT skills. Two staff attended the Google Apps for Education

Summit in 2014 and opportunities were provided for them to share their learnings at Technology

sessions.

Marian staff also participated in a professional learning day with St Francis de Sales, Leeton, where the

focus was on teaching students to think critically and creatively. This day was to assist staff with the

implementation of the Australian curriculum, as well as to provide teaching strategies which foster

creativity in all students


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6. Strategic Initiatives

6.1 2014 Priorities and Achievements

Specific targets are linked to the core areas of Catholic Identity and Religious Education, Student

Learning, Pedagogy, Knowledge Management and ICT, Employee Services and Finance and

Resources

PRIORITY AREA 1: Catholic Identity and Religious Education

Revision of the College’s Vision and Mission statement: Aligning Learning Framework to

College practices (Mission) and using a collaborative process including the surveying of staff,

parents and students

Increasing the profile of the College prayer

Creation of a College song

Providing clear icons of the Catholic faith for display including a statute of Mary for the library

lawn

Continue faith formation of staff through the Faith Story Witness program

Formation of a stronger link with Marist Schools Australia

Students led College/Parish Masses with Sacred Heart parish

PRIORITY AREA 2: Student Learning

Continuation of a Student Well-Being Committee and dedicated Well-Being Day to raise

awareness for mental health

Improving the accessibility and quality of assessment tasks

Build teacher capacity with Google apps and Teacher Dashboard to assist with Assessment for

Learning

Redesign the reports so that they are in plain English and more ‘user-friendly’ for parents

‘Learning to Learn’ program for Year 7 to build capacity to manage learning in secondary setting Implementation of QuickSmart Literacy and MULTILIT programs

PRIORITY AREA 3: Pedagogy

Strengthen staff understanding and refine processes for the implementation of ‘Teach More

Manage Less’

Introduction of the role of Director of Pastoral Care

Creation of Staff Professional Learning Site to encourage a professional learning community

where all staff have access to contemporary research and resources

Continuation of the SCALD project for students with language disabilities

Build teacher capacity with Google Apps and encourage collaboration between schools

NAPLAN analysis from 2013: inquiry cycle projects including building subject specific

vocabulary and improving the teaching of reading comprehension, development of a MCC

Writing project and Maths project to target learning needs

Preparation for the implementation of the Australian Curriculum in English Mathematics,

Science and History for Stage 4 and 5

HSC analysis 2013: each KLA to present a report to Principal


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PRIORITY AREA 4: Knowledge Management and ICT

Up skill teachers in Google Drive and Dashboard

Updating and improvement to new College website

Promotion of the College through Facebook and Twitter accounts

Renewing provision of computers for students

PRIORITY AREA 5: Employee Services

Development of a structure for personal professional learning plans

WOW-Watching others work; Teachers observing other teachers in their classes and providing

feedback on one area where improvement is desired

PRIORITY AREA 6: Finance and Resources

Reduce printing at school by building teacher skills and confidence with technology Commence online roll marking with First Class

Continue to build a uniquely identifiable Indigenous Garden

Improve the functionality of the Staff lunchroom area and kitchen

Install security cameras, secure fencing and lockable gates

Refurbish E Block, TAS block, staff areas, front office, fences, install fire stairs and renew air-

conditioning

Purchase the currently leased land on the north-western boundary of MCC

Construct new student/parent/staff carpark and student pick up /drop off area

Update student welfare and attendance software

Purchase texting software to inform parents of student absences

6.2 2015 Priorities and Challenges

The goals are centred around first and foremost improving the students’ learning outcomes at

Marian. This is visually represented in a one page summary.

This primary goal also implies that there will be:

Use of data and inquiry cycles to improve student achievement

Raising of the aspirations of the students, both during and post-school

Building an expectation that good learning is possible and achievable

Seeking additional ways to support learning needs

In addition, the following key goals have been set for 2015:

Implementing Bishop’s Mandate ‘Continuing the Adventure’

Building teacher capacity

Improving pedagogy to maximise student learning achievement

These goals were the result of a staged Strategic Improvement Plan for MCC for 2015. This involved

students, parents and staff. The process is as follows:

Stage 1: Gathering

Focused discussion groups and surveys

Key questions: How effective is our Catholic School? What is going to improve the College?

What can the College do to help students become successful learners and demonstrate their


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learning growth? How can the College better assist students to be self-regulating learners?

What is currently being done that needs to be abandoned? How can the College support quality

teaching? How can the College develop better more collaborative partnerships with parents,

parish and community? How can the College better monitor and report on students’

performance? How can we lift expectations of staff and students? How can we reduce

educational disadvantage for some students? How important is it for students to be a good

learner? How can the College be more inclusive? How can we make learning more engaging?

Stage 2: Review of current plan and assessment of success

Identifying the completed projects

Assessing progress of all other projects

Stage 3: Deciding

Discerning: How do we know? What evidence do we have? What are the measures of

improvement?

Analysis of performance data

Determine the areas where there are gaps between current and best practice

How is the research informing the decisions?

Stage 4: Planning

What should be the highest priority?

Links to CSO Strategic Improvement Plan 2012-2016

Identifying actions and strategies, targets ( success indicators) responsibilities and timelines,

resources

Identifying evaluation benchmarks, methods and timelines

Document

Stage 5: Sharing, communicating and informing

Stage 6: Action and implementation

Allocate resources, time

Provide optimal conditions for success

Identify supporters and providers

Consider sustainability

The Annual Improvement Plan for 2015 has been distilled to the following priority areas:

PRIORITY AREA 1: Catholic Identity and Religious Education

Providing clear icons of the Catholic faith for display including the installation of Statue of

Mary and Blessing to be held as a community on Marian Feast Day

Revision of the College’s Vision and Mission statement and launch

Increasing the profile of the College prayer

Creation of a College song

Continue faith formation of staff through post graduate Theology study and attendance of

leadership at ‘In the Footsteps of Jesus’ retreat

Formation of a stronger link with Marist Schools Australia

Students led College/Parish Masses with Sacred Heart parish and participation of students at

Italian Masses

College Chaplain to be present in the College and spend time visiting classes


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PRIORITY AREA 2: Student Learning

Employment of a new Pastoral Care worker

Continuation of a Student Well-Being Committee and dedicated Well-Being Day to raise

awareness for mental health

Redesign the role description of the Learning Support Coordinator

Improving the accessibility and quality of assessment tasks

Expanding the SCALD project to a whole school approach to vocabulary instruction

Build teacher capacity with Google apps and Teacher Dashboard to assist with Assessment for

Learning

Continue to refine the reports so that they are in plain English and more ‘user-friendly’ for

parents

‘Learning to Learn’ program for Year 7 and a ‘Managing Assessments’ program for Year 8 to build capacity to manage learning in secondary setting Trial electronic e-planners for Years 9 to 11 to allow for access to Wellbeing and Study Skills resources ACER Pat Testing of students will inform teachers of literacy and numeracy learning needs Continuation of QuickSmart Literacy and MULTILIT programs Collaboration with local Catholic primary schools on a Transition program for Year 6 students with a focus on literacy

PRIORITY AREA 3: Pedagogy

Continue to embed the processes for ‘Teach More Manage Less’ and restorative practices

Introduction of the role of Director of Pastoral Care

Continue to use Staff Professional Learning Site to encourage a professional learning

community where all staff have access to contemporary research and resources

Expansion of the SCALD project using the Marzano method for vocabulary instruction across

all KLAs

Build teacher capacity with Google Apps and encourage collaboration between schools

NAPLAN analysis from 2014: inquiry cycle projects including the MCC Writing project (WAM

2.0) and a continuation of the Maths project to encourage authentic inquiry to enhance

understanding of measurement

Continue to develop programs to reflect the contemporary pedagogy to assist with the

implementation of the Australian Curriculum in English Mathematics, Science and History for

Stage 4 and 5

HSC analysis 2014: each KLA to present a report to Principal

PRIORITY AREA 4: Knowledge Management and ICT

Continue to upskill teachers in Google Drive and Dashboard

Staff to attend the Google Apps for Education Summit

Updating and improvement to new College website

Promotion of the College through Facebook and Twitter accounts

Renewing provision of computers for students

PRIORITY AREA 5: Employee Services

Development of a structure for personal professional learning plans using the AITSL standards

WOW-Watching others work; Teachers observing other teachers in their classes and providing

feedback on one area where improvement is desired

Professional learning around the process of ‘Formative Walks’ where teachers visit classes to

observe student learning


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PRIORITY AREA 6: Finance and Resources

Reduce printing at school by building teacher skills and confidence with technology Continue online roll marking with First Class

Continue to build a uniquely identifiable Indigenous Garden

Improve the functionality of the Staff lunchroom area and kitchen

Install security cameras, secure fencing and lockable gates

Refurbish E Block, TAS block, staff areas, front office, fences, install fire stairs and renew air-

conditioning

Purchase the currently leased land on the north-western boundary of MCC

Construct new student/parent/staff carpark and student pick up /drop off area

Update student welfare and attendance software

Purchase texting software to inform parents of student absences


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7. Parent Participation

7.1 Introduction

Marian Catholic College sees its role as in partnership with parents, and sought ways to

strengthen the relationship in 2014. Invitations to attend Liturgies, Information Evenings,

Support Evenings, sporting events, assemblies and award ceremonies were taken up by a

significant number of parents. The College Council is well supported by strong attendance at

monthly meetings.

Parents accepted the move towards electronic communication with the promotion and use of

SOBS to arrange Parent-Teacher-Student conferences. Communication is also being encouraged

through the launch of a new College website.

Parents are also very active in taking officiating roles at the various College sports carnivals.

The College Canteen is well supported by parent volunteers.

Parents are informed of College news through the newsletter, issued weekly via email throughout

the year.

The increasing student enrolment numbers, and parent enquiries concerning future enrolment,

indicate strong parent satisfaction in the community.


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8. Financial Report

21%

16%

63%

0% 0%

School Income

Fees & Private Income

State Recurrent Grants

Commonwealth RecurrentGrants

Government Capital Grants

Other Capital Income

78%

19%

3%

School Expenses

Salaries, Allowances & RelatedExpenses

Non Salary Expenses

Other Capital Expenditure

marian catholic college griffith 2014 annual...

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